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Direct linkHosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
Gansle, Kristin A.; VanDerHeyden, Amanda M.; Noell, George H.; Resetar, Jennifer L.; Williams, Kashunda L. – School Psychology Review, 2006
Five hundred thirty-eight elementary school students participated in a study designed to examine the technical characteristics of curriculum-based measures (CBMs) for the assessment of writing. In addition, the study investigated rating-based measures of writing using the Six Trait model, an assessment instrument and writing program in use in many…
Descriptors: Elementary School Students, Writing Evaluation, Curriculum Based Assessment, Written Language
Hamilton, Chad; Shinn, Mark R. – School Psychology Review, 2003
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Oral Reading, Reading Achievement
